Turgut, T., Aydin, F., & Kanturk Yigit, G. (2019). Technological pedagogical content knowledge competencies of social studies teachers: The case of the city of Karabuk. International Online Journal of Educational Sciences, 11(1), 255–287. https://doi.org/10.15345/iojes.2019.01.017

Abstract:

“The basic purpose of the present study was to examine the Technological Pedagogical Content Knowledge (TPCK) qualifications of social studies teachers in terms of some variables. A total of 77 social studies teachers who worked in Karabük city center and in its districts in 2015-2016 Academic Year participated in the present study. The quantitative and qualitative data collection tools were employed in the study. To collect the quantitative data, the Technological Pedagogical Content Knowledge (TPCK) Scale that was developed by Pamuk, Ergun and Ayas (2012) was used. The interview form that was developed by Aksin (2014) was used as the qualitative data collection tool. The SPSS 20.0 Program was used in analyzing the quantitative data. Frequency and percentage values, Mann Whitney U-test, Kruskal Wallis H-test, Independent Sample t-test, One-Way Variance Analysis (ANOVA) were employed in the analyses of the study data. The results of the present study showed that social studies teachers considered themselves as competent at a moderate level in the Technological Knowledge sub-dimension of the TPCK, and they considered themselves as competent at a high level in other sub-dimensions of the scale. The TPCK scores of the social studies teachers who participated in the study did not show significant differences according to the gender and occupational service years variables; however, there were significant differences in the knowledge and skills levels in using technology dimension and in the weekly average time spent on computer dimension. As a result of the research, it was determined that social studies teachers considered themselves adequate in all sub-dimensions of the TPCK. However, as a result of the semi-structured interviews conducted with teachers, teachers also had positive attitudes towards the use of technology in the teaching process, and they faced some problems in the effective use of the TPCK in the teaching process.”